Addition of Unlike Fractions

Name: Nicholle Shell

Time Allotted: 45 minutes
Grade Level: 6th
Subject(s): Math
Materials Required:
- Whiteboard
- Whiteboard markers
- Word Problem worksheet (24 copies)
- Adding Fractions with Unlike Denominators worksheet (24 copies)
- Blank piece of lined paper (24 sheets)
- ELMO or document camera
Michigan Content Expectations: S.S. Grade Level Content Expectation (GLCE), E.L.A. or Math Common
Core State Standard (CCSS) or Next Generation Science Standard (NGSS) include both the code AND fully
written out expectation.
5.NF.A.1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given
fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with
like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
I taught this lesson in a sixth grade classroom and Mr. Davidson was my sight based teacher. He chose which
standard he would like me to teach and because they were going to start focusing on adding ratios he wanted me
to review this standard. Also in this lesson I am just focusing on a small part of the standard: adding fractions
with unlike denominators.
Objective(s): A specific, measurable portion of a GLCE, CCSS, or NGSS (may more clearly state with
Blooms taxonomy verb) including the level of proficiency. (3Cs = Content/Performance, Condition and Criteria
i.e. The student will {Blooms taxonomy verb}{level of Blooms taxonomy learning} so that they demonstrate 4out of 5 or higher
proficiency on the {end of lesson assessment rubric}.

Objective 1: The student will add fractions with unlike denominators on the unlike denominators test
and earn a 2.5 or higher.

Assessment:
Objective 1 Informal Formative Assessment: This will take place during guided practice when students
are creating their problem and then having another student solve it. As I walk around I will mark off on a
clipboard who seems to understand the concept and who needs a little bit more help.
Objective 1 Formal Formative Assessment: The students will either be completing a word problems
worksheet or a worksheet titled Adding Fractions with Unlike Denominators. Both worksheets contain
ten problems and the same content. The word problems worksheet is a little bit more difficult because
students have to pick out the important parts before they can solve the problem. The other worksheet is a
standard worksheet that has students solving ten problems by adding fractions with unlike denominators.
Objective 1 Formal Interim/Summative Assessment: This will take place after the students have learned
how to add and subtract fractions with unlike denominators. It is a test that includes twenty questions
where students are to either add or subtract fractions with unlike denominators.
ALSO answer: What data could you generate? What happens if they have/have not met the minimum level
of proficiency on the summative assessment? Please cross-reference where the assessment occurs with the component
below (i.e. formative conversation about the objectives/topic during the anticipatory set; 10-question, summative, whiteboard
quiz after independent practice, before closure).

You could generate data by recording the scores of the summative assessment in a grade book. If they have not
met the level of proficiency on the summative assessment that means they do not understand the material. One
way to fix that is to reword the content in a different way or give the students more practice with the concept.
You could also have the students practice with more models before they move on to just symbols.
Instructional Procedure: What information do students need to accomplish the objective?
1

Anticipatory Set: Allotted Time: 3 minutes

a Open the lesson by presenting a situation that involves the addition of fractions with unlike
denominators by displaying it on the board. For example, Brianna bought 5/6 of a pound of
fudge and Jeremy bought 1/2 of a pound of fudge. Record both fractions on the board. First, ask
which student, Brianna or Jeremy, bought more fudge. How do they know? Inform students that
Brianna and Jeremy would like to figure out how much fudge they have altogether. Does the
situation call for addition, subtraction, multiplication or division? Why? Then ask students to
estimate how much fudge the two students purchased altogether (Fowler, 2014).
b You have learned that adding fractions with like denominators you just add the numerators. But
how do we add fractions with unlike denominators?
c We are going to figure out how to add fractions with unlike denominators by building on what
we have already learned this year. There are four steps to remember. I can create common
denominators. I can create equivalent fractions with my common denominators. I can add the
fractions together. Finally, I can reduce the final fraction. (Use of Learning Targets)
d It is important to learn how to add fractions with unlike denominators because we do it in real
life. For example what if someone bought of a pound of turkey, 1/3 of a pound of ham, and
of a pound of roast beef and they want to know the total amount of meat that they bought.
e Today as we go through our lesson I want you to actively participate. Ask questions, answer
questions, and tell me what you are thinking.

State Purpose and Objective of Lesson:

a Tell the students what: to add fractions with unlike denominators
b Tell them why: it is important to learn how to add fractions with unlike denominators because
we use it in real life

Instruction: Allotted Time Overall: 40 minutes

a Direct Interactive Instruction:
The teacher will:
i The teacher will explain that in order to add two fractions with unlike denominators you
have to find a common denominator.
ii The teacher will explain that you can find a common denominator by finding the LCM.
iii The teacher will explain that the fractions need to be rewritten as equivalent fractions
with the LCM as the denominator.
iv The teacher will model adding fractions with unlike denominators on the board.
v The teacher will explain the guided practice activity.
vi The teacher will walk around and observe during the guided practice activity.
The student will:
vii The student will be an active listener during direct instruction.
viii The student will pay attention during the modeling of adding fractions with unlike
denominators.
ix The student will participate in the guided practice activity.
x The student will complete their assigned worksheet.

Allotted Time for Direct Instruction and Modeling: 20 minutes

Write a problem on the board and have students solve it. After they have solved it have a student explain how
they solved it. Ask if anybody else did it a different way. If someone else solved it a different way, have them
explain how they solved the problem. (Questioning)
1 Explain how when adding fractions you need a common denominator. How can
we find a common denominator? (Questioning)
2 Once we have found our common denominator what should we do next?
(Questioning) (Change the fractions into equivalent fractions.) Ask students how
to do that. Reiterate or restate what the students said.
3 After we have changed the fractions into equivalent fraction what do we do?
(Questioning) Add the fractions together.
4 What is our last step? (To simplify.) How do we simplify a fraction?
Why cant we add fractions with unlike denominators like we do with like denominators? What would happen?
(Questioning)
Show students how to add fractions with unlike denominators with a picture model.

1
+

=
2

What fraction
would this be?

1
+

=
4

What fraction
would this be?

b Modeling:
i Write an example problem on the board. Show the students how I would solve the
problem by finding the LCM then changing the fractions into equivalent fractions, adding
them together, and then simplifying.
ii Have three or four other examples to do as a class. Have students volunteer to come up
and do the problem on the board and explain to the class what they did.
Sample Problems:
1/2 + 2/3 =
3/8 + 1/6 =
5/6 + 2/5 =
1/4 + 1/10 =
c

Guided Practice: Allotted Time: 10 minutes

i Students create their problem.
ii Students solve their own problem but do not show anyone.
iii Students copy their problem onto a blank sheet of paper with their name on it.
iv I will collect the papers and distribute them to students in such a way that each student
will have a partner later on in the activity.
v Once student have received their paper they solve the problem
vi After students have finished the problem they will find the person with their problem and
discuss the problem together.

vii Did I get it right? If not how come? Can my partner explain what I did wrong and how to
fix it?
viii Come back together as a class and share some examples. (Student involvement in
assessment)
d

Independent Practice: Allotted Time: 10 minutes

For independent practice students will complete a worksheet. They will turn the worksheet in at
the end of class. I am going to have tiered assignments and so not every student will have the
same worksheet.

Differentiated Consideration (Adjust instruction and assessments, tools, resources or activities for
students who):
If a student has finished quickly and has not mastered the objective like a student who rushes. I
would see where they are struggling at. Once I see where they are struggling we can go back and talk
it over. Another thing that might help this student is to view the content in a different way. There is
this great website that describes how to add fractions with unlike denominators in simple terms.
Maybe just using technology will help them. The website is
http://www.softschools.com/math/topics/adding_fraction_with_unlike_denominators/
If an ELL student is struggling to complete an activity or assessment I would need to consider what
would help them. I might have to work one-on-one with them. If they do not know much English I
might have to use a translator to help explain the content to them.
If a student shows proficiency early because the content is easy for them or they are a gifted learner
there is a worksheet where they are adding mixed numbers. This is a step up from adding fractions
with unlike denominators.
Some students are not proficient near the end of a lesson because they need more time to process
what they are learning. If this is the case I would allow students more time on their assignment. I do
not want them to not be proficient just because they need more time to work. However, it would only
work to give a student more time if they did not waste their time during class.

Closure: Allotted Time: 2 minutes

a Now that you know how to add fractions with unlike denominators lets revisit the problem from
the beginning of class. (Restate the problem.)
b Your ticket out the door is to look at your answer to the problem that you wrote down at the
beginning of class. On your paper explain why your answer is the same now as it was at the
beginning of class or change your answer and explain why.
c Soon you will be taking what you learned today and apply it to adding mixed fractions together.
d Thank you for working so hard today.

References:

Fowler, L. (2014). Add fractions with unlike denominators. Retrieved from http://betterlesson.com
(2009). Adding mixed numbers. Retrieved from http://www.math-aids.com
(n.d.). Adding fractions with unlike denominators: Practice a. Retrieved from www.gradeamathhelp.com
(2008). Fraction addiction math worksheet. Retrieved from http://www.dadsworksheets.com